Lesson 4 - Using Props and Dynamics in Dance
Dance as Communication & Advocacy
•Year 6
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can props become partners in telling stories through movement and dynamics?
Learning Objectives
- To use a prop as a dance stimulus and creative partner
- To explore dance movement ideas using dynamics and levels
- To choreograph collaborative dances that express emotions through props
Key Outcomes
- Students will create original choreography using chairs as props
- Students will demonstrate understanding of dynamics in dance
- Students will perform collaborative dances with control and expression
Equipment & Resources Required
Stack safely out of the way during warm-up, distribute for main activities
Alternative: Sturdy stools, benches, or boxes if chairs unavailable
Test audio levels before lesson, have music ready to play
Alternative: Portable speaker, tablet with good speakers
Pre-load and test audio file
Alternative: Any atmospheric music suitable for theme
Ensure projection equipment working, have backup demonstrations ready
Alternative: Live demonstration by teacher if videos unavailable
Key Vocabulary
How the body performs an action relating to speed, energy and quality of movement
An object used in dance to enhance expression and provide choreographic stimulus
The art of creating and arranging dance movements and sequences
A short movement phrase that can be developed and repeated in dance
The height at which movement occurs - high, middle, and low space
Conveying emotions and meaning through facial expressions and body language
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can work cooperatively in groups of three
- Students understand basic dance actions and body positions
- Students can express emotions through movement
Current Skills
- Using props as dance stimuli and choreographic tools
- Understanding and applying dynamics in movement
- Creating collaborative choreography with clear structure
Next Steps
- Developing more complex prop manipulation techniques
- Creating narrative dances with multiple props
- Understanding advanced choreographic devices
Milestone Indicators
Key Teaching Points
- Safety with chairs is paramount - always demonstrate proper holding and lifting techniques
- Emotional expression should be through dance movement, not theatrical acting
- Dynamics are about movement quality - speed, energy, and the way body moves through space
- Props become dance partners, not just objects to use
- Group collaboration requires clear communication and shared decision-making
- Performance confidence grows through supportive atmosphere and positive feedback
- Choreography is about making artistic choices that serve the theme and story
Common Misconceptions
- Thinking acting and dance are the same - emphasise movement over mime
- Believing only the person on the chair is important - all roles contribute equally
- Assuming fast movement is always more exciting - slow, controlled movement can be powerful
- Thinking chairs are just furniture - they become characters and partners in dance
- Believing you need complex moves to be creative - simple, well-performed movement is effective
- Assuming performance is about being perfect - it's about expression and communication
SEN Adaptations
ADHD
- Shorter activity segments, frequent movement breaks, clear role definitions in group work
dyspraxia
- Simplified movement sequences, extra practice time, supportive partner pairing
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet break options if overwhelmed
visual impairment
- Clear verbal descriptions of all movements, tactile exploration of chair structure, buddy support for spatial awareness
hearing impairment
- Visual demonstrations of all instructions, use of visual timing cues, clear sightlines to teacher
physical disability
- Adapted chair positions for wheelchair users, modified movements maintaining theme, supportive role alternatives
Cross-Curricular Links
English
Storytelling through movement, vocabulary development for emotions and dynamics, structure and sequence in narrative
Art
Understanding of composition and visual impact, use of levels and space, creative interpretation of themes
Drama
Character development and expression, use of props and space, performance confidence and audience awareness
Music
Timing and rhythm awareness, interpretation of audio stimuli, understanding of dynamics in creative expression
PSHE
Emotional literacy and expression, collaboration and teamwork, giving and receiving constructive feedback
Teacher Guidance
Positioning
Move continuously between groups during practical work, position centrally for demonstrations and whole-class discussions
Observation Focus
Watch for safe chair use, emotional expression quality, group collaboration effectiveness, and technical skill development
Intervention Points
Step in if safety concerns arise, when groups need choreographic guidance, or if emotional expression lacks clarity
Demonstration Notes
Use clear, exaggerated movements for emotional expression, demonstrate safety techniques slowly and repeatedly, show both good and less effective examples for comparison
Verbal Cues
- •'Hold that chair firmly!'
- •'Show me that emotion in your whole body!'
- •'Work together as a team!'
- •'Think about your story!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall/studio) minimum 10m x 15m, clear of obstacles
Surface Check
Non-slip surface suitable for dance movement, no loose mats or equipment
Equipment Safety
Safety Checks
- •Check all chairs are stable with no loose parts
- •Ensure chair legs are secure and even
- •Test chairs can support student weight safely
- •Remove any chairs with damage
Risk Management
Key Risks
- •Falls from chairs during phrase work
- •Collisions between groups during movement
- •Strain injuries from lifting chairs incorrectly
- •Overexertion during performance
Risk Mitigation
- •Teach proper chair holding and support techniques
- •Maintain adequate spacing between groups
- •Demonstrate safe lifting using legs not back
- •Monitor for fatigue and provide rest breaks
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during chair work
- •Move between groups during phrase learning
- •Give constant safety reminders
- •Watch for students struggling with coordination
Emergency Procedures
Stop activity immediately if unsafe practice observed, provide appropriate first aid for any injuries, have clear evacuation route